Explicit teaching in vocabulary development using synonyms to year
3 and 4 students assists in developing comprehension at the whole
text level.
Abstract
This study aims to investigate the teaching of word meanings and synonyms to a group of
children in grades 3 and 4 and by doing so will lead them to improved literal
comprehension of simple texts.
The OXO design was used. Information was gathered by myself and classroom teachers.
A sequence of 8 sessions was set aside (2 being for pre and post testing). A total of 18
students aged between 8 and 10 and were chosen from grades 3 & 4 and then divided into
a two groups: a testing group and a control group – this division was done with
considerable discussion with the relevant classroom teachers. The Testing group
participated in all 9 sessions and the Control group participated in only pre and post
testing.
This study aims to show that the explicit teaching in vocabulary development using
synonyms will improve in developing comprehension at the whole text level.
This study also aims to demonstrate that even with a small amount of concentrated
intervention improvements can occur with most children who are given this opportunity
of intervention. The study doesn’t however illustrate if the improvements can be
maintained over a longer period of time and if the strategies are then consistently used by
students, further studies need to be undertaken to check this.
Introduction
Many children experiencing difficulties in reading are unable to make synonym
connections thereby making it difficult for them to understand the text that they are
reading. The processing demands on the struggling reader make it difficult for them to
not only use the decoding process but often the words they come across though appear
simple to others they make little correlation to already known words. Their lack on
vocabulary knowledge reduces their ability to become successful in the classroom.
A common thread in recent research indicates that the extent of students’ vocabulary
knowledge relates strongly to their reading comprehension and overall academic success.
(Baumann, Kame’euni & Ash 2003) This lack of academic success then seems to extend
to other subjects and extends out to their own self efficacy.
Understanding vocabulary and what words mean seems to be an integral part missing
from many struggling readers. They don’t question what a word means when they come
to the unknown word as they don’t want to be seen as inadequate in a group situation.
Their self efficacy appears to wane as the text they are confronted with become harder.
The struggling reader becomes disillusioned with their own abilities and the inadequacies
seem to get bigger as they rise through school. We need to teach them that asking
questions and finding out when preparing to read makes a big difference to their feeling
of success in reading
It can be said that in the junior classrooms that we as teachers rush the children to be able
to decode at level 28 before the end of grade 2 however, there seems to be a lack of
comprehension in many of the students who then enter grade 3. The CLaSS (Children’s
Literacy Success Strategy) developed by Professor Peter Hill and Ms Carmel Crévola has
indeed improved the literacy levels of the children in Catholic Schools, however from
school experience there does seem to be a lack of success with struggling readers within
the area of their comprehension. They are able to pass the observational survey test at
level 28 but many of these students continue to have difficulty understanding the texts
that they are reading.
.
Children encountering difficulties with reading comprehension do not use the same skills
they see and use in whole CLaSS shared activity. They are not incorporating what they
already know to unknown texts. In grades 5 and 6 the children undertaking the Middle
Years Literacy Project use mainstream text that are enlarged to scaffold their preparation
to read the text. These skills in preparation can then be used in all other disciplines. Smith
who cites Kueker (1990) suggests that pre reading activities are good at assisting in
understanding texts. This step is essential particularly for the readers who have been
struggling in understanding texts. Pre reading activities can only benefit the student so the
“tuning in” must include building up background knowledge of the words that will be
used in the texts as well discussion as to what the topic is about. Christen and Murphy
(1991) say that research indicates that new information must be integrated with what the
learner already knows. Teaching students how to prepare for any text that they need to
read enables them to tackle the text and get us much meaning from it as they can. Using
this idea of Middle Years in preparing the reader to “unpack” the text by using synonyms
to make sense of words that they don’t know and to make connections so that they make
sense of the text could easily be used in the lower grades as well. The expectation that
many teachers have is that the students understand all the texts placed in front of them - a
child who can read level 28 should be able to understand the text!
Therefore it is necessary to teach learning strategies – Parker (2002) stated that teaching
learning strategies is beneficial to students as it is teaching them how to learn, rather than
teaching specific content or curriculum. Teaching the strategies often and consistently so
that the struggling reader finally adopts the method can only benefit them as they read
various texts both in the classroom and in everyday activities. Struggling readers need to
consistently manage their reading strategy until it becomes a natural activity that they do
every time they read.
Method
This study uses an OXO design. The study monitors year 3 & 4 students’ gain in word
reading knowledge in explicitly teaching how to use synonyms and teach strategies to
work out unknown words in text. The children from year 3 & 4 were chosen for this
study because the classroom teachers were concerned that their literacy score results from
ongoing classroom testing had not improved greatly in the last 6 months or the students
did not appear to have accelerated similarly to the rest of the year 3 & 4 students. Testing
Scores from Probe were used as well as formal testing of the students was implemented
and an analysis of the data carried out. An action plan was designed and implemented
followed by further testing and analysis to determine the gains made by the students after
the completion of explicit teaching and intervention in extending their synonym
knowledge and strategies were implemented.
Participants
The participants for this study were in total 18 children ranging from 8 to 10 years of age.
All students bar one have attended the same Catholic Primary School since beginning
school in Prep and all these students who have been identified by their classroom teachers
as having reading difficulties since the beginning of this year. All students come from a
middle class socio economic background with only one child having been identified with
learning and emotional difficulties prior to entrance to school. No students were
identified as having EMA’s. All students are in a Year 3 and 4 and are in composite
grades of 29, they are spread over 3 different classes. All students have English as their
first language bar one only one student was listed as ESL though many of the others are
now second and third generation ESL In the past the Classroom Teachers and Reading
Recovery Teachers have identified that a reading difficulty for most of these students
have had, is with word meaning in texts. This year all year 3 & 4 teachers were
concerned with the students Probe Reading scores as well as all the students scoring
below 50 in the BURT word recognition test. Though the students were of course making
some progress, the classroom teachers were concerned that the progress had not markedly
improved since first term. The classroom teachers were concerned for these students and
wanted to identify the possible reasons for the continual lack of word knowledge and why
they are unable to make sense of the text that they were reading what strategies they as
teachers could use to assist these students.
In the Testing group there were 5 boys and 4 girls from Years 3 & 4 and all successfully
completed the Reading Recovery Program in when they were in Year 1. Only 2 students
in this group were not part of the Reading Recovery program. It appears that due to the
scores and ages of other students these two students were not able to be seen by Reading
Recovery in that year.
In the control Group there were 8 boys and 1 girl in this group only 2 had Reading
Recovery in Grade 1. The remaining students have all had Individual Educational Plans
in place and have been reviewed every term.
It is important to note that during this time to mention that student 2 in the testing group
was being assessed by outside agencies in regards to learning difficulties and the
students’ results in both pre and post test also reflect the agency results.
Student 2 also was the only child who had been identified with both social and emotional
difficulties before entering school. However, it is also important to note that though the
child had been tested both in school and with outside agencies with specific learning
difficulties highlighted the parents do not believe that the difficulties will be ongoing and
that they can be fixed instantly.
4
3
4
6
7
3
3
7
3
85%
X
83%
57%
75%
75%
83%
62%
66%
83%
Sensory
impairment
Pro be
Results
Reading
comprehensi
on
percentage
X
BURT
Raw
Score
Pro be
Reading Age
Set No
Pre -
123 X
112 X
105 X
115 X
111 X
90
108 X
118 X
103 X
Prio r
Intervention
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
ESL
Name:
Age in
months
The following Chart outlines information about the 2 groups, (Testing and Control) that
were involved in the study.
TESTING GROUP
34
X
42 X
35 Glasses
47 Glasses
57 X
48
X
42 X
43 X
41 X
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
106 X
X
99 X
X
102 X
X
107 X
111 X X 10 70%
99 X
X
114 X
X
113 X
X
116 X
7
7
4
11 87%
62%
50%
71%
7
6
8
10 90%
50%
37%
75%
48
46
59
46 X
71 X
52
61
58
72 X
Sensory
impairment
BURT
Raw
Score
Probe Results
Reading
comprehension
percentage
P r obe Reading
Age
Set No
Pre -
Prio r
Intervention
ESL
Name:
Age in months
CONTROL GROUP
X
X
X
X
X
X
It is interesting to note that as the information from the chart was collated that the
children chosen by the teachers all bar one scored below 50 on the BURT raw
data, no higher than 7 in the probe reading age and all bar two had Reading
Recovery as prior intervention.
Materials
Materials used during teaching:
Synonym Snap Game – Lewis & Lewis Language Support Program
Synonym Cross Word – Lewis & Lewis Language Support Program
Synonym Test – John Munro 2005
Probe Test – (Completed by Classroom Teachers)
Teacher invented text using the words for Synonym Swaps
Extract from “Blabbermouth” by Morris Gleitzman
Whiteboard/ markers/ student pencils
Scissors and glue
Paper
Procedure
All students were Pre and Post tested in a whole group situation and then divided into two
groups – The testing group which I saw regularly and for 9 sessions in total and the
Control group which was only seen twice for pre and post testing.
The sessions that were administered consisted of 7 lessons (not including Pre and Post
testing) duration of each session was 30 – 45 minutes.
The sessions were conducted in the school hall usually after lunch which was at the
request of the students’ classroom teachers and on occasion we had to share the hall with
the PE teacher who was conducting lessons on skipping.
The students were very co operative during these sessions and were very animated in
their discussions of vocabulary and synonyms. It was important that the students no
matter what their answer they were given positive feedback so that they felt comfortable
to share their responses even if they did make an error in synonym usage.
Session
Pre Test
1
2
Goal of Session
Teaching Activity
Student Activity
To test all the
children both
Testing group and
Control group.
To recognize the
difference b/w
synonyms and
antonyms
To use the words
from synonym
snap and find out
why they are
matches – what
other words can
we add to them
Administer the test
Complete the test
Rewording short
pieces of text.
3- 4
5 -6
Pre-reading
Strategy – what do
we do when we
have to read
something we
haven’t seen
before
Simple Synonym
Crossword
7
Post Test
To test all the
children both
Testing group and
Control group.
Play synonym snap Play synonym
snap and discuss at
the end the
matches made.
Using the white
Match the words
board the children already on white
take a word and
board and discuss
match it with the
what other words
ones already on the can be added to
whiteboard – with them.
a whiteboard
marker add more
synonyms beside
each one.
Using enlarged
Children discuss
copies of short
with teacher
pieces of text
possible synonyms
children help find
for the words
synonyms for the
underlined in the
underlined words
text.
within the text.
In the second
lesson children can
then complete the
same activity on
their own.
Using enlarged
Children
piece of text from
brainstorm with
Blabbermouth.
the teacher what
things we need to
do
Go through the
steps we need to
understand the
text.
To discuss with
Children each
children how we
given their own
can work out the
crossword sheet
words that are
and they complete.
needed in activities
such as
All answers
crosswords.
discussed at the
end of session.
Administer the test Complete the test
Monitoring task
used
John Munro
Synonym Test
Synonym Snap by
Lewis & Lewis
Language Support
Program
Synonym Snap by
Lewis & Lewis
Language Support
Program.
Using the words
listed in the
previous snap
game.
Teacher created
short piece of text.
Morris Gleitzman
– Blabbermouth
extract only.
Synonym
Crossword by
Lewis & Lewis
Language Support
Program.
John Munro
Synonym Test
Results
The results have been shown in two parts the testing group and then control group in the
pre test results and then combined students in both pre and post test results.
Testing Group Synonym Pre Test
25
Sco re
20
15
Series1
10
5
0
1
2
3
4
5
6
7
8
9
Students
In the testing group the average score for the synonym pre test was 15.1 the highest score
was student 7 with 20 and the lowest score was student 2 with a score of 8. Student 2 was
identified with learning disabilities (including social and emotional) – during the sessions
this student required more explanation on synonyms as the results sheet showed that they
were always giving antonyms as answers.
It was also interesting to note that the students left many words such as fatigued and a
building and only entered in one answer or no answer for many of the words listed.
In the control group the average score was also very similar to the testing group the
average score was 15.2 with student 12 scoring the lowest of 10 and the highest was
Student 14 with 22. Here too the students left many words such as fatigued and a
building giving no answer and then only submitting one answer for many of the words
listed.
Both groups demonstrated very similar results in the pretest activity. It therefore showed
that the students chosen were very similar in literacy needs.
Pre and Post Test Synonymn Scores
35
30
25
Sc o re s
20
Series1
Series2
15
10
5
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Students
Results from Pre and Post test scores by both the testing group and the control group.
Students 1 – 9 in the Testing group and students 10 -18 were in the control group.
The students 1-9 made significant improvements in the synonym score. They were far
more understanding of synonyms and this time were able to answer far more than they
did in the first test. This is reflected in their scores.
The average score in the post test with the testing group was 26 a marked improvement
from the original average score of 15.1. This considerable increase was unexpected. The
increase of 10.9 was much greater than anticipated. The average score for the control
group in the post test was 17.4 this was only an improvement of only 2.2 from the pre test
average score of 15.2
The post test also did not take as long as the first time the children sat the test. The testing
group seemed very relaxed as they underwent the test. The Control group also were quick
to respond as they felt comfortable redoing something they had already seen.
Within the testing group the only child who did not improve was Student 2 who actually
decreased her score by 1. This was not surprising as this also reflected her results from
official testing with outside agencies. Though much more time was taken in discussion
and teaching with this student the results did not reflect any growth in understanding of
synonym and word meanings in general.
Most marked improvement was student 4 who increased their responses by 14 doubling
their original score.
Two students, student 1 and 6 increased their scores by a total of 13 words each. Students
5 and 8 increased their scores by 11 more words.
Within the Control group the scores there was one markedly improved score with student
17 increasing their words by 10.
Student 15 also decreased their score by 3 – upon further investigation it seems that the
student did not answer with multiple responses for the same words that they did in the pre
test.
Unfortunately, student 13 was absent from the post score testing and therefore his score
was 0 for the post test. We were unable to find another time for him to take the test again.
This was one of the confounding variables that needed to be considered when analyzing
the results. Student absences, swimming program and National Testing NAPLAN were
also variables that made consistency difficult.
Another confounding variable was the lack of space to work in. A number of times the
lessons had to be shared in a school hall which was at the same time being used by the
Physical Education teacher.
However, even with these confounding variables it can be said that the results from the
testing group did not appear to decrease because of them.
Discussion
The results clearly state that even with a small concentrated effort of the explicit teaching
students can improve their vocabulary development using synonyms in improving their
development of comprehension at the whole text level.
The marked improvement of the students in the testing group can be contributed to a
number of different aspects.
Firstly they were clearly chosen for intervention purposes. They were chosen for the
scores received on Probe as well as the classroom teacher concerns on their struggle with
reading and text comprehension.
Secondly the students and the teacher developed a very comfortable rapport that enabled
them to feel successful. This enabled the sessions though at times distracting (in the hall
at the same time as PE classes) to still be useful. This comfortable rapport with the
teacher increased their own self efficacy and this enabled them to feel comfortable in
extending themselves into unknown territory. They were able to “give it a go” without
the ramifications of other more able students.
Surprisingly the students once they caught on that they were looking at synonyms would
often even in the corridor approach the teacher to let them know that this word can also
mean this too. They were excited by learning new words and making those connections.
The classroom teachers also noted that the testing group appeared to be more interested in
the simple texts that they were given. This was a positive outcome for the students in this
group which enabled them to feel successful in their efforts.
Also the specific nature of the lessons was also of benefit to these students. The fun
aspect of both the Synonym Snap and the Synonym Crossword (Lewis & Lewis) were
engaging, not necessarily having the teacher “talk” at them all time during a lesson.
The fun nature allowed the children to interact and explore words with lots of freedom
which often is not found in the classroom particularly in the “focus” groups that are part
of the CLaSS classroom.
Though Student 2 in the testing group was the only child who did not improve and in fact
slipped backwards by a point, I believe that with the continued intervention that will now
take place this child too will slowly improve. As the concentrated short intervention for
the majority was a success a long and sustained effort of intervention will assist student 2.
Within the control group though their improvement was not as marked I believe that their
classroom teachers and the child’s’ natural maturation will allow them to continue to
improve.
The author of the study was not a classroom teacher and this concentrated intervention
was only a short term measure it would be best suited for a classroom teacher to complete
over a much longer period of time over the school year. The series of lessons undertaken
could easily be extended and the “preparation of reading” taken further, to really enhance
the strategy.
The children entering grade 3 can decode to level 28 but at the same time many of the
struggling readers cannot understand the text that they are reading. Students therefore
need to spend more time with this strategy as well as looking a how to work with
vocabulary and by doing so it would be beneficial for the students who are experiencing
difficulties with understanding texts to extend their vocabulary knowledge thus allowing
them to make sense of the text that they need to read.
This study however, was in itself not long enough to test the hypothesis in a long term.
Questions rise such as without further intervention of this testing group would they be
able to maintain this enthusiasm they had begun with and would this continue to allow
them to increase their knowledge of even more difficult texts. This of course would need
to undertaken in further study.
BIBLIOGRAPHY:
Baumann, J., Kame'
enui, E., & Ash, G. (2003). Research on vocabulary instruction:, Handbook
of research on teaching the English language arts (2nd éd., pp. 752-785). Mahwah, NJ:
Erlbaum.
Christen and Murphy (1991) Increasing Comprehension by Activating Prior Knowledge.
ERIC Digest.
Hill, P W & Crevola CA 1997, The literacy Challenge in Australian Primary Schools.
IARTV Seminar Series No 69, IARTV, Melbourne.
Smith, C. B. (1997). Vocabulary Instruction and Reading Comprehension. ERIC Digest. ERIC
Clearinghouse on Reading English and Communication.
Materials:
Gleitzman Maurice (1992) Blabbermouth. Sydney, Pan MacMillan
Lewis & Lewis Psychological services – Synonym Snap & Synonym Crossword
Munro John –Synonym Group Test
Probe Reading Assessment’, by Chris Parkin, Christine Parkin & Brian Poole
(2002) New Zealand: Triune Initiatives
APPENDIX:
Lesson 1:
Aim: to recognize the difference between synonyms and antonyms.
Time: 30 – 40 minutes
Using the words from Synonym Snap write some of them of the whiteboard in the
first of 3 columns.
In the second column children give you other words that mean the same.
In the third column children give you a word that means the opposite
Label the second column Synonym. Label the third Column Antonyms
Discuss with children the differences
Lesson 2:
Aim: to use the words from Synonym Snap and to find out why they are matches.
Time: 30-40 minutes
Using the words from Synonym Snap – blue tac them onto the whiteboard
Begin with matching words that belong together.
Discuss the match – why is it the same?
Give children a set of cards and they play Synonym Snap game. The winner
aiming to get as many matches as possible.
Children replay game.
Lesson 3 & 4
Aim: to reword short pieces of text.
Time: 30 – 40 minutes
Using an enlarged piece of simple Text “ For Sale”
Read through with whole group underline specific words you wish to target.
Work through as a group the meaning of the first sentence and discuss the
underlined word.
Choose a number of synonyms that would work in place of the underline word
Write out that sentence – does it still say the same as the original?
Lesson 4:
Using the same text as the previous lesson work on the next sentence together
Then allow the children time to complete the last two sentences.
Children share their results to the whole group.
Lesson 5 & 6
Aim: Preparing to read a text. Pre- Reading Strategy – Vocabulary Previews
Time: 30-40 minutes
Using an enlarged piece of text from “Blabbermouth” by Morris Gleitzman
Highlight words we don’t know –
Find Synonyms for the underlined words
Rephrase the sentence now using the new synonym – does it make sense.
These 2 lessons should be taught more than just twice.
Lesson 7:
Aim: To complete a synonym crossword.
Time: 30 – 40 minutes.
Look at the Clues for each word on Synonym Crossword
Discussion how can we work out the words – make a list of possible answers
Give each child their own crossword sheet to complete.
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Synonyms task - Group
John Munro
Administer the set of words below to a group of students. Say to the group: I am going to say
some words. After I say each word, I want you to think of another word that says the same thing. I
would like you to write the word you think of. You can take as long as you need. This is not a
spelling test. If you are not sure of how to spell a word, just write down how you think it is spelt.
In this task it doesn’t matter if you write words incorrectly.
Go through the practice words below first. Then read each of the target words and ask the group
to say write word that ‘says the same thing’.
After the group has responded, ask “Remember to think of any other words that mean the same
as…? Now write down any other words you can think of that mean the same thing as … .”
Use the ‘Teacher’s Sheet’ to correct the students’ responses. The words in the second column are
possible synonyms.
DO NOT SAY ANY OF THE TARGET WORDS IN A SENTENCE. SIMPLY SAY THE
WORD. REPEAT IT IF NECESSARY.
Practice: Thin. Write another word that says the same as thin.
Acceptable answers would be
skinny or slim. If the child gives a correct response, ask “Did you think of other words that also
mean thin?”
If some children hesitate, say “You could say skinny or slim. Other words that say the same as thin
are skinny or slim.
Here is another word. Dog. Write another word that says the same as dog. Acceptable answers
would include puppy, hound, or terrier. If some children hesitate say “You could say puppy, hound,
or terrier. Other words that say the same as dog, puppy, hound, or terrier.
Here is another word. Slide. Write another word that means the same as slide. Acceptable
answers would be slip or skid. Repeat the instructions above.
Here is another word. Talk. Write another word that means the same as talk. Acceptable answers
would be speak, natter, chat or say. Repeat the instructions above.
Instruction: Now have a go at each of these words. I will say a word and I want you to write
another word that says the same thing. You can take as long as you want. If you don’t hear a
word that I say the first time, just tell me and I will say it again.
Practice word
Possible correct responses
1.
thin
skinny or slim
2.
dog
puppy, hound, or terrier.
3.
slide slip or skid
4.
talk
speak, natter, chat say
Copyright© 2005 by John Munro
Synonyms task: Target words and possible responses
Teacher’s Sheet
Target word
Possible correct responses
1.
small
2.
fast
3.
old
tiny, little, wee, mini, miniature, short, shrimp, slight, stunted, teensy,
minor, trifling
quick, rapid, brisk, snappy,
speedy, hasty, swift
aged, ancient, elderly, experienced, geriatric, senior, veteran, outdated, stale
4.
leave
go, clear out, scram, stop
5.
car
vehicle, automobile, sedan
6.
shoe
boot, slipper, runners, sneaker
7.
child
boy, girl, infant, tot, babyyoungster, brat, kid, kiddie, toddler
8.
fat
9.
walk
rotund, plump, overweight, burly, corpulent, obese, oversize, paunchy,
portly, stout, blubbery, bulk, lard
stroll, amble, hike, march, pathway, amble, tramp
10. cat
kitten, moggy, puss, leopard, lion, tabby
11. fatigued
tired, all in, beat, exhausted, weary, worn-out, zonked, sapped
12. boat
ship, types of boats
13. clean
neat, tidy, clear, flawless, trim, sparkling
14. sick
ill, unhealthy, unwell, weak, queasy, diseased,
15. tiger
cat cheetah, cougar, jaguar, leopard, lion, panther
16. engine
motor machine, apparatus, appliance, gadget
17. ignore
disregard, avoid, cut, neglect, omit, overlook, reject
18. precious
expensive, dear, prized, treasured, valued, invaluable, prized
19. angry
mad, irate, crazy, cross, out/enraged, fiery, fuming, furious, storming
20. hit
21. give
slap, strike, punch, bat, smack, smash, sock, swipe, success, achievement,
triumph
donate, provide, contribute, dole out
22. stop
prevent, bar, impede, halt, end, block, close, finish, terminate, rest, still
23. cage
pen, cell, prison, enclosure, coop, cavity, chest
24. adolescent
teenager, immature, juvenile, youthful, minor
25. station
terminus, headquarters, stop, base, depot, terminal
26. release
free, liberate, acquit, let go
27. flow
run, move,
28. liberate
free, let out, loosen, release
29. a building
a construction, edifice, home, house, dwelling, structure
drift, ooze, stream, abound, progress
Name
Teaching/
Control
Group
Teaching
Age in
YEARS
10
Age in
MONTHS ESL ?
Earlier
Intevention?
EMA
PROBE
PROBE
reading
reading comprehe
age
nsion %
BURT
PRE
Differenc
Synonym
es b/w
Pre Test
Synonym
per &
Score
Post Test
post
Score
score
123
0
0
0
4
85%
34
15
28
13
Teaching
9
112
0
1
0
3
83%
42
8
7
1
student 3
Teaching
9
105
0
1
0
4
57%
35
19
23
4
student 4
Teaching
10
115
0
1
0
6
75%
47
14
28
14
student 5
Teaching
10
111
0
1
0
7
75%
57
17
28
11
student 6
Teaching
8
90
1
0
0
3
83%
48
12
25
13
Teaching
10
108
0
1
0
3
83%
42
20
29
9
Teaching
10
118
0
1
0
7
62%
43
16
27
11
Teaching
9
103
0
1
0
3
66%
41
15
22
7
4.444444
74%
26
9.222222
0
7
62%
48
11
16
5
50%
46
16
20
4
student 1
student 2
student 7
student 8
student 9
0
0
99
0
0
0
7
102
0
0
0
4
71%
59
10
16
6
107
0
1
0
11
87%
46
15
0
0
9
111
0
0
0
10
70%
71
22
29
7
control
8
99
0
0
0
7
50%
52
20
17
-3
control
10
114
0
0
0
6
37%
61
12
17
5
control
10
113
0
0
0
8
75%
58
11
21
10
control
10
116
0
1
0
10
90%
72
20
21
1
control
9
control
8
control
9
student 13
control
9
student 14
control
student 15
student 16
student 10
student 11
student 12
student 17
student 18
43.22222 15.11111
106
7.777778
66%
57 15.22222 17.44444